Navegando por Assunto "Literary education"

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A leitura de o diário de Anne Frank em sala de aula do Ensino Fundamental de uma escola na Amazônia
(Universidade Federal do Pará, 2020-04-28) GUERRA, Edilena Pinheiro; FARIA JÚNIOR, Fernando Maués de; http://lattes.cnpq.br/1466954730182262
This master's thesis deals with the reading of the literary text and the production of reading notes and letters with 37 students, arranged in two classes of the 9th year of a public school located in the neighborhood of Guamá, the most populous in Belém (PA). The theoretical repertoire for discussing the role of literature in human education and its place in school included Candido (2007), Chartier (2001), Freire (2000), Manguel (1997), Maria (2016), Morin (2000, 2005), Petit (2009), Silva (1993), Todorov (2009) and Zilberman (1989). Our methodological perspective was based on the theories of Reception (Jauss, 1994; Iser, 1996) and the Sociology of Reading (Horellou-Laforge and Segré, 2010). A set of activities was developed with the aim of promoting meaningful contact with reading and writing, based on the connections between Anne Frank's biographical narrative and lives of students, teenagers between 13 and 16 years old, most with 14, in a situation of economic vulnerability and living in a violent context. Anne Frank's diary (1974) was read in its entirety, partly at school, partly at home; some read on paper (books, photocopies), but most in reading applications for ePub format. Impressions on reading and evaluating activities took place both in the classroom environment and in virtual spaces, messaging applications and social media. The immediate identification of students with the main character of the Diary, motivated by the environment in which they live, the oppression they experience and also by the typical dilemmas of adolescence; accessible language; the organization in short chapters, motivated reading and promoted the engagement of readers with the text. At the end of the process, reading seems to have been meaningful and collaborated to enrich the students' imaginative, historical, linguistic and aesthetic repertoire, in addition to humanizing classroom relationships.
Acesso aberto (Open Access)
Leitura de poemas em sala de aula: uma proposta para a educação literária do 9º ano do Ensino Fundamental
(Universidade Federal do Pará, 2020-08-13) NASCIMENTO, Paulo Sérgio Maia do; NASCIMENTO, Maria de Fatima do; http://lattes.cnpq.br/6007359856182459
The Professional Master's degree dissertation, entitled: Reading of poems in the classroom: a proposal for literary education in the 9th Grade of Elementary School, aims to promote literary reading in a 9th grade class in a public school in the municipal elementary school system, located on BR 316, in the municipality of Ananindeua in the state of Pará, Brazil. Based on the perceptions of the difficulties that students have in understanding and interpreting poems, we sought to implement activities in order to, if not solve, alleviate this reading problem of texts of the poem genre. With this, we intend to improve the reading competence of students and provide them with literary education that is increasingly losing its place in the pedagogical practices in elementary school in Portuguese classes. This work started with a class from the eighth grade of the morning shift and continued, practically with the same students, into the ninth grade in the afternoon shift. Regarding the methodology, we followed, in an adapted way, the strategies of Cosson (2014, 2018) with its basic sequence to develop the pedagogical activities: motivation, introduction, reading and interpretation. We also rely on the theories of Thiollent (2011) to guide research-action in terms of quantitative and qualitative aspects. To give support to our ideas about teaching literature reading, we sought the knowledge of the following writers: Petit (2009), Lajolo (2002), Zilberman (1991), Zilberman and Silva (2008) and Todorov (2009); in addition to theorists on reading poetry in the school space, such as Aristotle (2008), Candido (1996, 2000, 2006), Gebara (2002), Pinheiro (2018), Pilati (2018), Sorrenti (2013).and We selected the following poets for the implementation of the activities with their respective chosen poems. From the literature of the national canon, the corpus: Mario Quintana, “The adolescent” and “The note”, Manuel Bandeira, “Poem taken from a newspaper news” and “I am leaving for Pasárgada”; Cecilia Meireles, “Either this or that” and “Woman in the Mirror”. And from the Pará canon: Bruno de Menezes, “Poetry IV” and “Beat”; Max Martins, “Ver-o-Peso” and “The House”; Olga Savary, “Narcissus” and “Life: Duel of contrasts).